Language Arts

[Anonymous]

There is a section in this passage that is titled"On the the Third Day
of the Third Month." This would be a good impetus to combine a both
an English and Art Lesson. In English students could predict what they
feel might happen, offering the reasons. Joining with the art teacher,
students could drawa diptych, first half of their prediction and the
second half the reality of what actually did happen.This lesson could
also be expanded to the third day of every month. Thanks

[Anonymous]

Poem: Dead Roe Deer
Posted: 11-10-2004 05:58 PM
I found this be a very sad poem, the deer,a metaphor for the girl who, I believe has been raped and left to die by the awful man who took advantage of her. It appears to me that life never changes. This poem was written so long ago and still we are faced with the same problems in society today. I would be curious to what ramifications the culprit faced in contast to today's world.

[Anonymous]

This is amazing. Hey, i have my students take Cornell too. Although they only use cornell notes in Social Studies and it's mostly teacher guided. HOwever, i will start to use your method. Sounds great. I really want the students to learn how to take Cornell notes on their own, but just couldn't find the perfect solution after two tries, and they were difficult, especially with ESL students. But i will definately implement this method. Great job Choi. Thanks.

[Anonymous]

As I was reading Japanese Tanka poems (5 lines, 5-7-5-7-7 syllables), I kept imagining taking my students outdoors for a poetry-writing session. These poems (like Haiku) look closely at nature, something our students rarely do. To have students really observe and write about a detail in nature would be an excellent exercise.

These poems also have another layer, a metaphorical meaning. It would be interesting to see if students could create a layered meaning in such a short poem.

I like these poems since they offer alternative to the Haiku. I teach 11th & 12th grade students, and this might be a "step up" from the Haiku...even though Tanka poems preceeded Haiku historically.

[Anonymous]

Reading Japanese poetry gives me several ideas for student assignments. While the linked poetry concept is complex (Renga), I believe it could be used to build cohesiveness in small groups. It is similar to the continuing story we have in the U.S., where one person starts a story and each person has to add a part. Renga are far more prescriptive, but the basic idea is that one person begins a poem with 3 lines (Haiku-like), and passes it to the next "poet." This person must add a verse (2-3 lines of 5-7 syllables); the added verse must link to the first verse.

I could see using this model as an interesting one-two week project. Students would take the poem home each night and add their verses, then pass it to the next poet the following day. If we used colored envelopes to hold the verses and provided nice parchment for the eventual finished poem, this could excite the students (I think). Perhaps we could hang them scroll-like in the classroom.

The Japanese Renga have rules -- Autumn and Spring may be mentioned at most 5 times; Love must be separated by at least five verses; etc. We could, perhaps set up some "rules" for the class poems...

And, to fully teach the form, I would have students read Japanese poetry (Renga, etc.) in class during the unit.

[Anonymous]

There are many similarities which can be drawn through The Kite Rider by Geraldine McCaughrean and
Romeo and Juliet By Wm. Shakespeare.

For example:
- parental control
- family duty
- duty to marry per parental arrangement
- despair to escape unwanted marriage
- betrayal

The Kite Rider, features a young boy forced by porverty/uncle to enter the circus life as a kite rider,
not a flyer, is an interesting look into 13th century China.

It is an easy read and a nice foil to the tough language of Shakespeare. Labeled ages 12 and up but many high school students would find challenge in it. Can use excerpts if time is limited( Chapter 5 = Wedding).

Includes map of 13th century Cathay and the protagonist's journey w/the Jade circus.

[Anonymous]

Here's an interesting, detailed breakdown regarding references to the seasons. Since seasonal images appear often this would be a good tool for students to use when trying to ID/write them.

http://www.lizadalby.com/

You've probably heard of Liz, the American girl who studied to and became a Geisha the wrote the book titled Geisha.

Students could use this info as they write their own Japanese style Poetry (haiku, tanka, rengu, etc.). Here is a website with some more info.
http://www.dcate.net/JapanesePoetry/history.html

Also on Liz's site is her research on Kimono which helps to demystify the intricacies of their use. I remember several references in the texts we read for this seminar wherein one's kimono made/broke them in the eyes of others. Students could compare Kimono rules to today's fashion rules to which many are real slaves. For instance, the intensity of a shoe's whiteness, clothing size/drape, seasonal colors, accessories, etc.

[Anonymous]

I always found it rewarding to look around for different perspectives and examples to support universal themes. Talking and writing about them gives me the opportunity to show my students that it is essential to understand the differences between the many types of cultures and peoples in the world, but what matters the most is that we are connected by universal themes and forces, and giving them the opportunity to read those Asian texts will give them an opportunity to explore how nature, emotions, history, and human interactions shape our arts.

A few years ago I taught 6th grade and used a Vietnamese Cinderella Story, where the ending was slightly different, magic was used differently to assist the heroine, and a fish's bones were the crucial element for the turning point. There were differences, but the main story was the same, and we had a great time using Venn Diagrams and other visual organizers to help us think and wonder how countries in different parts of the world came up with a very similar story.

My major is English, and I love that type of literature, but I also look forward to exploring the way all cultures relate to each other.

[Anonymous]

Here's a way to get kids writing, communicating and sharing cultural information. This website allows students to choose penpals from 136 countries (including Korea, Japan, China). Also, there is a page for teachers to find groups of pen pals for classes to exchange communication with.

This will appeal to youths as they are so internet happy. Can instruct students to focus on topics covered in class (English, history, etc.). Since there seems to be a deficit in Korean curriculum, how about tapping into it here? The Korean kids are mad for Harry Potter. Students could investigate reading habits/likes of other cultures. Through this activity, kids can learn/understand things through the POV of others per the standards.

Go to
http://www.penpalparty.com

Students need practice writing. Require students to print out their correspondence for proof. Also, you could use these to proofread/edit to improve language skills. Students can explore how kids in other countries learn English as a second language too.

[Anonymous]

I found this poem by Mao Zedong very useful to students. This was Mao's war or revolution cry:
So many deeds cry out to be done,
And always urgently.
The world rolls on,
Time passes.
Ten thousand years are too long;, Seize the day, seize the hour,
Our force is irresistible.

[Anonymous]

I was reading Poems in Chinese by Buddhist monks and was very fascinated by the depth and profound wisdom.In the book; Anthology of Japanese Literature edited by Donald Keene, you will be able to compare these poems with other religions poems. A good source for literature, let's make use of it.

[Anonymous]

There is alot in Asian literature that will make every historian or language art teacher want to investigate.There is for example in Chinese literature, the origin of Chinese books and printing, wine,tea drinking, architecture, chinese opera, festivals, food, folk arts to mention afew. That is why we should be bothered and provoked to want to learn more about Asian literature.

[Anonymous]

I use cornell note taking too. It's the surest way know whether your students are concentrating and undersatanding. This a good strategy.

[Anonymous]

This poem...it is very visual, and something I can use in my class, because sometimes I have students illustrate a poem or song of their choice and I always need one to use as an example:

So many deeds cry out to be done,
And always urgently.
The world rolls on,
Time passes.
Ten thousand years are too long;, Seize the day, seize the hour,
Our force is irresistible.

[Anonymous]

This is an interesting resource for both adults and students in the age of computers. Students find themselves mysteriously attracted to technology and are bound to produce some type of writing while communicating. My dream classroom would include a desktop or laptop computer for everyone of my kids. I can always dream...

[Author]

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